HOW WE GET AROUND

EDUP3006 Assignment 2
Wiki Resources and Lesson Sequence


1. Selection of a focus outcome

HSIE - SSS2.7 - Describes how and why people and technologies interact and meet needs and explains the effects of these intereactions on people and the environment.


2. Annotated Resources

RESOURCE 1: Gilpin, D. (2006). Action for the Environment: Transport Solutions. Sydney: Franklin Watts.
Insert a screen capture / image or copy of the text
Explanation of the resource This resource is a non-fiction written text that focuses on transport; namely the impact of certain forms of transport on the environment and provides transport solutions that are more environmentally friendly. Although it contains both images and text, the lesson centred around this resource focuses on the perspective of the author and how this point of view is revealed in the grammatical features of the text.
Relevance to the outcome

SSS2.7 - Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment.
This resource is extremely relevant to our HSIE outcome as it briefly explains why people use different forms of transport and consequently explores the effect of this transport on the environment. It studies a variety of forms of transport, analyses and compares their effect on the environment then consequently puts forward advice or alternatives of transport to reduce emissions and "protect the environment around us" (p. 4)

Aspect of Literacy suitable to be explored

This text is a great resource for teaching students about the social purpose of an exposition and the language features that achieve this purpose. Although the text is not structured according the exposition text-type framework , it nevertheless it is a "persuasive text that argue(s) a case for or against a particular point of view" (Droga and Humphrey, 2003, p144); and so achieves the purpose of an exposition. As the author's perspective is quite explicit in this text, indeed the title itself (Action for the Environment: Transport Solutions) makes the position clear, students have the opportunity to study how the grammatical features of the text support this point of view.

Firstly, the text contains words/phrases of varying modality that express the authors opinion and argument about certain issues, a key grammatical feature of an exposition (Droga and Humphrey, 2003, p144). For example, a common theme throughout the text is the argument that public transport (trains and buses) are much better for the environemnt that private transport (especially cars). Consequently public transport is described as "green" (p. 13), "ideal" (p. 13, "convenient" (p. 12), "safer" (p. 12) and "perfect for transportation" (p. 18). Whereas other vehicles are described as "problems" (p. 10), "unfortunate that people have no other alternative" (p. 11), "damage the environment" (p. 12) and have a "major" impact on the environment (p. 14). Therefore the text provides students with a range of examples in which to study the effect of varying modality and it how it supports the overall perspective.
Similarly this resource contains many example of evaluative vocabulary, particularly judgments; another key grammatical feature of an exposition as per Droga and Humphrey (2003, p. 144). Once again students will have the opportunity to compare how different forms of transport are portrayed. For instance "buses are the most convenient way to travel" (p. 12), however car journeys "often unnecessary" with many people drive "without thinking" (p. 12). Students are then able to evaluate the (often sweeping generalised) judgments on certain forms of transport and link it back to the identified perspective of the text.
This resource therefore is extremely useful as an introduction to expositions as it clearly shows the purpose and the grammatical features that achieve it. Although it doesn't provide the structure and include all of the key grammatical features of an exposition (Droga and Humphrey, 2003, p. 144) it allows students to get an idea of what an exposition contains and build understanding of the thrust of an exposition; a necessary foundation in which the other elements can be added.

References
Droga, L. And Humphrey, S. (2003). Grammar and Meaning: An Introduction for Primary Teachers . Target Texts:NSW

RESOURCE 2: Why You Should Ride a Bike
Why You Should Ride a Bike Ray Zhang, age 12 Many people wonder why you should ride a bike. There are many answers to this question. For example, one possible answer is that it's good exercise. In the United States, about 25% of the population is obese. Riding a bike helps you burn the fat and lose weight. Another reason is to save time. If you live close enough to your school, you can ride a bike to school instead of walking, thus saving you some time. If you want to go somewhere nearby and don't want to drive there, you can ride your bike there instead of walking. Another reason is that riding bikes save oil. In 1995, the US used about 7,000,000,000 barrels of petroleum a year. That's more than 1/4 of the petroleum used worldwide. At the current rate of oil consumption, the known oil resources will all be used up by the year 2100. About half of the oil in the US is consumed by cars. If everybody decides to ride bikes instead of driving cars, the rate of consumption will be greatly reduced. Saving oil also saves the environment. Cars in the United States contribute to half of the urban pollution and 1/4 of the 'greenhouse gases' (carbon dioxide, methane, etc.) emission in the United States. In Europe, more people died from car-pollution-related deaths than car crashes! Car pollution also caused 300,000 extra cases of bronchitis (a type of lung disease), 15,000 cases of heart disease, 162,000 asthma attacks in children and 21,000 deaths in certain European countries. If people could stop driving cars and start riding bicycles, most of these deaths could have been prevented. Since burning fossil fuels in cars increases the amount of gases released into the atmosphere, the greenhouse effect causes more heat to be trapped, and Earth gets hotter. This causes global warming. Droughts and flooding devastation by the end of the century. At the current rate of global warming the ice caps will melt in only fifty years, dramatically raising the sea level. A sea level rise of only 100 meters would flood the south-eastern United States, the Amazon River basin, parts of Argentina, north-eastern Europe, Siberia, East China and other places. The global temperature will rise a few degrees. While a few degrees may not seem like a lot, during the peak of the last Ice Ace, when glaciers covered most of North America, the average temperature was only 7 degrees lower than now. If people could ride bicycles, all of this can be prevented. That is why you should ride a bicycle. I wish that everyone could say that they ride a bicycle. Zhang, R, (2003). Why You Should Ride a Bike. Retrieved September 30, 2009 from http://www.ibike.org/essays/2003.htm
Explanation of the resource This source is an essay submitted in an American essay competition on bicycles. I have edited some parts of the essay which were grammatically incorrect but have left alone parts which are just poorly written. It is written as an exposition and contains the grammatical features that will be the focus of this lesson.
Relevance to the outcome This source relates to our focus unit as it is looking at transport and how people interact with it. Although bicycle riding is not a form of public transport many of the benefits derived from cycling are also gained through public transport. This provides indirect assistance to the students when writing their own exposition on public transport.
Aspect of Literacy suitable to be explored In this lesson the students will be focusing on some of the grammatical features of an exposition. The aspects that will be focused on are nominalisation, technical nouns and text connectives (Droga and Humphrey, 2003, p144). This source has good examples of all three grammatical features. The text is laid out clearly as an exposition which provides a good basis for students write their own exposition. There are however some issues with the writing style and technical abilities of the writer, where their grammar is actually incorrect I have altered it, sections that are simply poorly written I have left unchanged as this is not an example of a perfect exposition merely a good exposition for somebody a little older than the students. The text follows a clear exposition format which provides students with a scaffold for constructing their own exposition on public transport. The title and first sentence of the exposition makes a clear statement of position “why you should ride a bike” (Zhang, 2003). The arguments then follow in a sequential form supported by evidence throughout the text (Droga and Humphrey, 2003, p144). Finally it contains a re-affirming of the position at the end of the text “That is why you should ride a bicycle. I wish that everyone could say that they ride a bicycle”. The author of this text has used a variety of nominalisations throughout their text. Some key examples are consumption, pollution and saving. This use of nominalisation can be clearly demonstrated to students with alternate sentences such as: People would consume less petrol Instead of the nominalisation of: “the rate of consumption will be greatly reduced” (Zhang, 2003) The second aspect of grammar that this lesson will focus on is the use of technical nouns. These are essential to an exposition and the author has used them throughout the text providing students with words they can potentially use as well as an outline on how to use them (Droga and Humphrey, 2003, p144). Some examples of technical nouns from this text include; “fossil fuels”, “global warming” and “atmosphere” (Zhang, 2003). All of these technical nouns can be used directly in an exposition on public transport. The last grammatical feature to be explored with the lesson is the use of text connectives, once again the author has used these although this is probably the weakest of the three grammatical features in this text (Droga and Humphrey, 2003, p144). Some of the text connective used include, “thus”, “another” and “while” (Zhang, 2003). These text connectives are a good start but will need to be extended to provide the students with more opportunity to use text connectives in their own expositions.

RESOURCE 3: Video From YouTube ‘Melbourne’s Public Transport – Connex Issues’ http://www.youtube.com/watch?v=CzQAjemCKjw
Insert a screen capture / image or copy of the text
Explanation of the resource	The resource that will be used in my lesson is a video that I obtained from You Tube. The video is 5.5 minutes long and details some issues with Melbourne’s train system. It is called “Melbourne Public Transport – Connex Issues”. It uses real video footage, animated maps and a strong narration to explain what the issues are with Melbourne’s train system.
Relevance to the outcome	English is a key learning area that is concerned with the ways in which we use language for different social purposes in a variety of contexts (NSW BOS, 1996, para. 20) Thus, teaching English through a HSIE context is a powerful way to connect students learning and to integrate it across the curriculum. The topic selected for an integrated unit should be conceptually significant and raise contentious qualities relevant to serious issues for life and living (Department of Education Tasmania, 2007). This resource raises the issues of overcrowding on public transport and is a real and significant issue that may affect students or affect them in the future. The outcome our group has decided to use is a HSIE outcome that fits under the Social Systems and Structures Content Strand. SSS2.7 – Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and its environment.
Aspect of Literacy suitable to be explored .	It is appropriate for students as it is relatively short but informative – students will not need to take in vast amounts of information. It also explains any metalanguage it uses within the piece itself such as “the train network is radial – this means that it spreads out like spokes in a wheel” and uses a visual animation to indicate the meaning. The video itself also follows an expositional format clearly giving the history of the transport difficulties in Melbourne , stating it’s opinion of the issue, making a series of arguments as to why the issue is the way it is and reinforces the issue at the end and suggests change. My resource allows students to visually analyse a piece of information, looking at key signs throughout the video for how the video is trying to persuade them. This links in directly with what we desire the students to be able to do in the final rich task – to write an exposition that persuades other students to their point of view. Droga and Humphrey state that expositions are persuasive text types that try to get the students to think a certain way (2003, p.144). My lesson will attempt to use this resource in order to look at what aspects persuade us to see the narrator’s point of view. Looking at compositional, representational and interactive indicators, we will attempt to make judgements about the effectiveness of the piece in persuading us. We will then try to integrate this with the final task by exploring questions such as what kind of images would you use to convince someone of a problem that exists etc etc. References: Department of Education Tasmania (2007).Integrating English (online) http://wwwfp.education.tas.gov.au/English/integrating.htm. Accessed: September 22, 2009. NSW Board of Stduies (1996). Curriculum Inegration: Guiding Statement. (online) http://k6.boradofstudies.nsw.edu.au/linkages/Guiding/guiding_intro.html. Accessed:September 22, 2009. Droga, L. And Humphrey, S. (2003). Grammar and Meaning: An Introduction for Primary Teachers . Target Texts:NSW

RESOURCE 4: Title
Insert a screen capture / image or copy of the text
Explanation of the resource	This resource is a webpage from the NSW State Government’s urban rail network, CityRail (http://www.cityrail.info/about/environment/). The webpage details the environmental benefits of travelling by rail. It is a multimodal text, with its meaning realised across written text, abstract image and naturalistic photography. The webpage is set out under the title of Environment, written in large font at the top of the page. The page is then divided into four main headings, each with its own subheadings underneath. The bulk of the page is taken up with written text. The most salient feature of the webpage, however, is the abstract image of trains, buses and cars. It is made salient due to its size, its contrast with the surrounding text, and its central position at the top of the page (Unsworth, 2001, p. 111). It is therefore this feature that captures the viewer’s attention, and marks the beginning of the reading path.
Relevance to the outcome	The webpage is highly relevant to the HSIE outcome, SSS2.7 - Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and its environment. Public transport systems provide fundamental examples of how people and technology combine to meet a need of society. In this case, the need met by public transport is providing a means to move masses of people around the community in an ecologically and economically sustainable manner. This webpage is of particular significance to the outcome as it outlines the effect of public transport (in this case trains) on the environment and the community.
Aspect of Literacy suitable to be explored	The webpage is very relevant to the literacy focus of the unit, expositions. The purpose of the webpage is to encourage people to use travel by train. It works to achieve this by communicating the various benefits to the environment and the community that are a consequence of travelling by train. In effect, this provides a semi-structured example of an exposition, as it tries to persuade the reader of a certain point of view by listing a series of arguments (Droga & Humphrey, 2005, p. 144). It also provides examples of technical nouns, such as “energy consumption”, “greenhouse gas emissions”, “passenger”, “freight”, and many more. As a multimodal text, the webpage provides a resource for examining aspects of written and visual literacy, and how they interact with each other to make meaning. As stated above, the purpose of this text is to convince people of the benefits of travelling by train in order to persuade them to use CityRail. This message is conveyed in written text under the various headings of “Why is rail travel a better choice for the environment?”, “Community benefits”, “Our [CityRail’s] responsibility” and “How you can help”. The main abstract image of the train, buses and cars works to emphasise the impact of this message. It does this through providing a visual representation of the answer to the question “What does it take to move 1000 people?”; 250-1000 cars, 15 buses, or just 1 train. This conveys in one simple image messages about the efficiency and the environmental advantage of using trains. The webpage is also adorned with naturalistic-modality photographs of natural environments and of the rail network working in harmony with that environment. This serves to reinforce the environmentally friendly nature of rail travel. In light of the relevance to the HSIE outcome, its favourability for use with expositions and its multimodal nature, the CityRail – Environment webpage will be a valuable resource to use within the unit of work. References CityRail (2009). Environment – CityRail. Retrieved September 19, 2009, from http://www.cityrail.info/about/environment/. Droga, L. & Humphrey, S. (2005). Grammar and meaning: an introduction for Primary Teachers. Berry, NSW: Target Texts. Unsworth, L. (2001). Teaching multiliteracies across the curriculum: changing contexts of text and image in classroom practice. Buckingham, England: Open University.

RESOURCE 5:
Insert a screen capture / image or copy of the text
Explanation of the resource This is a children’s book which details a number of different types of transport. It runs through the features of differentmodes of transport, their history, how they work, their benefits and more. It features a large range of different images of each different transport.
Relevance to the outcome This text is focused heavily on the way that different forms of transport function. The technological side of transportation is explored through expositions on how each mode of transport was created and how they work. There are frequent demonstrations of the way technology interacts with people and meets our needs as well as the impact the different forms of transport have on our environment.
Aspect of Literacy suitable to be explored This resource will be used in the lesson where the students will be scaffolding their rich multimodal task. Their task is to create individual expositions on different types of green friendly transport which will be combined together at the end into a book (similar to this resource but focused on green friendly transport and with a different purpose). This resource will be used to demonstrate how the book may appear when it is all combined and compiled. A particular grammatical feature that this text will evidence to the students is that of paragraphing. Students need to be familiar with the correct use of paragraphs and their structure, particularly as they are about to create their own multimodal exposition. A particular feature of paragraphs that can be explored through this resource are paragraph previews. These are the leading sentences of paragraphs that outline what the paragraph will be about. An example from the resource would be ‘The world’s fastest train is the bullet train’. This signals that the paragraph is going to be focused on the bullet train. Paragraph previews are a crucial element in the organization of texts (Droga and Humphries, p. 87). Though this resource contains many examples of text types that are not expositions, this resource still contains a number of examples of expositions where the author tries to persuade the reader to think a particular way (Droga and Humphries, p. 144). This resource will also help students to look at the way images are used and the purpose for which they are used. This resource features scores of images that are each intended to add meaning to the text. Students will learn about the way images can add meaning and decipher their actual purpose.

3. Planning for an Integrated Unit

a) Brief Overview of what might be included in an Integrated Unit of Work for your chosen outcome
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Lesson 1 the first lesson will provide a general introduction into the need for transport and how that need could be met within the community. This lesson is focused more on providing information about the topic than on the literacy goals and so the only outcome is: HSIE - SSS2.7 - Describes how and why people and technologies interact and meet needs and explains the effects of these interactions on people and the environment.

Lesson 2 the second lesson takes a slightly more focussed look into technology, what it has to do with transport and how it effects it. Once again the focus of the this lesson is still on setting the scene and providing background knowledge the outcome addressed is: HSIE - SSS2.7 - Describes how and why people and technologies interact and meet needs and explains the effects of these interactions on people and the environment.

Lesson 3 this lesson is the final lesson on background knowledge and will focus on public transport networks and how they meet cities needs, what sorts of public transport there are and how they work. The out come explored is: HSIE - SSS2.7 - Describes how and why people and technologies interact and meet needs and explains the effects of these interactions on people and the environment.

Lesson 4 the fourth lesson is the first to begin to explore aspects of the exposition through the critical evaluation of the modality and evaluative vocabulary used to create different perspectives within the text. the outcomes explored are: English – WS2.10 – Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. and HSIE - SSS2.7 - Describes how and why people and technologies interact and meet needs and explains the effects of these interactions on people and the environment.

Lesson 5 this lesson looks at the grammatical features of an exposition and asks students to identify them within a text before using them in a heavily scaffolded introductory exposition of their own. The outcomes explored are: ENGLISH OUTCOME- WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. and HSIE - SSS2.7 - Describes how and why people and technologies interact and meet needs and explains the effects of these interactions on people and the environment.

Lesson 6 Students watch a video on the Melbourne transport system and assess the visual literacy techniques used by the creators. Students then fill out worksheets in groups which contain pictures, they must write about the visual literacy aspects in the picture before orally reporting back to the rest of the class. the outcomes focused on are: ENGLISH OUTCOME - RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. and HSIE - SSS2.7 - Describes how and why people and technologies interact and meet needs and explains the effects of these interactions on people and the environment.

Lesson 7 Students explore a website looking firs at supporting images and text they then give verbal answers to a variety of questions looking at the position and implications of the supporting material. once they have explored the material they are required to write an argument about what public transport is good for the environment. The focus outcomes for this lesson are: English – WS2.10 – Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. And HSIE - SSS2.7 - Describes how and why people and technologies interact and meet needs and explains the effects of these interactions on people and the environment.

Lesson 8 Student think of different forms of public transport that they are aware of and how good or bad they are for the environment. They then revise the features of an exposition in preparation for their multimodal task. Finally in groups they complete an exposition scaffold sheet which will be used to guide their research. The focus outcomes are: English – WS2.10 – Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. and HSIE – SSS2.7 - Describes how and why people and technologies interact and meet needs and explains the effects of these interactions on people and the environment.

Lesson 9 In this less the students do their research into the topic for the exposition. When they have completed their research they will begin their first draft of their exposition. Th outcomes for this lesson are: English – WS2.10 – Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. and HSIE - SSS2.7 - Describes how and why people and technologies interact and meet needs and explains the effects of these interactions on people and the environment.

Lesson 10 In this final lesson the students will complete their final draft. Before either typing or handwriting their final copy of the exposition for submission. The outcomes for this lesson are: English – WS2.10 – Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. and HSIE - SSS2.7 - Describes how and why people and technologies interact and meet needs and explains the effects of these interactions on people and the environment.

b) Explanation of how the five lessons follow a logical sequence

Lessons 1-3 focus on building student knowledge of the content area, transport, and so provide the background knowledge that the explored text-type will be based on. Lesson 4 then introduces the text-type of exposition within the already established context of transport. As lesson 4 focuses mainly on the purpose of an exposition through particular language features it follows that lesson 5 further explores different grammatical features necessary in an exposition. After focusing solely on the written literacy of an exposition, lesson 6 introduces visual literacy. This focus on first the written then visual literacy is a logical progression as lesson 7 combines both these elements by introducing a multimodal task. Similarly the opportunity for students to create their own multimodal task in lesson 7, in addition with other lesson activities, prepares students for the final three lessons in which they participate in a rich task focused around creating their own exposition within the HSIE transport context.


4. Description of the Rich Multimodal Task

At the end of the unit, students are to complete an exposition written in the form of a multimodal text. The expositions will be written as a group of 3, and will be in response to research conducted by the group. Whilst the topic of the exposition will be determined by the group, each group’s multimodal exposition must be of publication quality, as they will be bound into a book which will go to both the school and local library, titled, Green Ways to Get Around. The concept of the book is to provide research informed arguments for using ecologically friendly transport. This is a rich task, as it is designed to be used by other people. It is hoped that children of a similar age will pick up this book because it was written by children their own age, and that the arguments presented within it make them think about their own transport habits.

5. Lesson Plan Sequence

Develop a logical sequence of 5 lessons which incorporate the resources identified in the wiki and focus on teaching the literacy aspects of each, in preparation for students to be suitably equipped to perform their rich task. The lesson sequence (which should be posted on the wiki to later be shared with other groups) should include:
a) An overview and introduction using 1 of the resources to address the nature the focus outcome	Laura Pendlebury.
b) A lesson using 1 or 2 resources which focus on the written grammar required for the KLA	Robert Lay.
c) A lesson using 1 or 2 resources which focus on the visual grammar required for the KLA	Valerie Wilson.
d) A lesson using 1 resource which focuses on how multimodal texts work.	David Mak.
e) A lesson which provides the scaffolding for the rich task.	Tom Faith.

Unit Topic: Writing Expositions	Curriculum Link: HSIE- Social Systems and Structures	Yr Level: Stage 2
Lesson Number: 4 /10	Lesson Topic: Written text	Learning Area(s): HSIE/English
Unit Aim or Outcome: Teaching exposition construction skills and understanding through the exploration of the HSIE Social Systems and Structures content strand, particularly looking at Transport.
Lesson Outcome: Students analyse a written text to determine the perspective from which it was written, identify words of varying modality and evaluative judgement vocabulary and discuss their effect Students then argue on an issues from a particular point of view, focussing on modality and evaluative vocabualely to persuade the rest of the class. HSIE - SSS2.7 - Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and its environment. - Examines the transport system and identifies the advantages of its use. English – WS2.10 – Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. · Takes a position and provides arguments to support it. · builds word families in preparation for writing · identifies nouns, verbs, adjectives and adverbs in own writing and how these add to the meaning of the text.
Resources: - Book “Transport Solutions” - Photocopies of pages - 4 sheets of cardboard - 5 statements with blu-tack
Lesson Outline
Introduction: (5min) Teacher places 5 statements about transport on the board and asks students: · What different points of view are these statements written from? How did you know? (Students group ‘like’ statements). · In each group, which statement is the most persuasive for that point of view? Why? Teacher and students to discover that statements can have varying degrees of persuasiveness depending on the words chosen.
Teaching strategy/Learning Activity: (45mins)
Students will …… (SMALL GROUPS/WHOLE CLASS DISCUSSION) (15mins)			Teacher will…
· Students divided into 4 (pre-chosen) groups. · Each group is given a photocopied double page from book: What is the purpose of this text? What point of view is the author writing from? How do you know? Is the argument persuasive? Why? · Groups share answers with the whole class. (SMALL GROUP) (20mins) · “The State government has decided to ban the use of cars and instead put more money into public transport, especially trains but won’t make a decision until it has heard the argument from four different groups” · Each group of students is given a perspective (an environmentalist group, a car manufacturer, a working parent and a train driver). · Groups create a mind map on a piece of cardboard or arguments from their pov focusing on varying degrees of modality and evaluative vocabulary. (WHOLE CLASS DISCUSSION) (10mins) · Groups present their arguments to the class. · Class determines which argument was successful, i.e. who had the most persuasive argument. · Why was that argument so persuasive?			Write student’s responses on the board. Hand out photocopies. Promote discussion through questions. Teacher sets up debate. Provide each groups with relevant section from “Transport Solutions”. Provide explanation where needed. Teacher to (re)focus debate analysis on language features.
Concluding strategy: (10 mins) Explain to students that the class is focusing on writing expositions. If the purpose of an exposition is to write from a certain point of view and persuade its audience what language features could we use? Begin a whole class phrase/word bank to be used in an exposition from the view of negative aspects and positive aspects of transport focusing on words or phrases that include judgement vocabulary or are different degrees of modality.
Assessment: Teacher to examine group posters and observe class discussions. - did the student identify advantages of using public transport (SSS2.7) - did the student take a position and back it up with arguments (WS2.10) - did students recognise the effect of language (WS2.10) - did the student use language features to persuade audience (word bank, poster WS2.10)
Any special considerations or contingency plans: Teacher pre-chooses the four groups to account for student needs, ESL students or those who have difficulty with English can be placed in a group with stronger students. Depending on the number of students, groups can be changed or cut so long as there are at least 2 groups.
Self-reflection: Could students identify the purpose and perspective of the text? Do I need to make the connection between purpose, perspective and language features more explicit? Do I need to provide more explicit scaffolding for students to begin analysing language features? How could I do this? Have the students understood the language features of judgement vocabulary and words with varying degrees of modality as fulfilling the purpose of an exposition? Are the students able to use the language features of judgement vocabulary and words with varying degrees of modality to fulfill the purpose of an exposition? (word bank) Are students ready to apply their written literacy skills (language features) to construct a rich multimodal task based around expositions?

Unit Topic: Expositions	Curriculum Link: HSIE	Yr Level: stage 2
Lesson Number: 5/10	Lesson Topic: Exposition: grammar features	Learning Area(s): English/HSIE
Unit Aim or Outcome: Teaching exposition construction skills and understandings through the exploration of the HSIE Social Systems and Structure content strand, particularly looking at transport.
Lesson Outcome: HSIE OUTCOME - SSS2.7 Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment. - examines a variety of systems that have been designed to meet needs in communities and identifies the advantages and disadvantages of their use, e.g. sewerage treatment works, postal system, electricity system ENGLISH OUTCOME- WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. Lesson Indicators: - builds word families in preparation for writing - identifies nouns, verbs, adjectives and adverbs in own writing and how these add to the meaning of the text - combines clauses by using a variety of conjunctions, eg when, because
Resources: Resources for this lesson include: - written text Why You Should Ride a Bike (Zhang, 2003) worksheets with sample and scaffolding written by teacher see (appendix A) and pencils. Teacher needs to write the table on to whiteboard/smart board before the lesson begins. Teacher also needs to put up the clauses showing nominalisation.
Lesson Outline
Introduction: 15 min Read the text to the class and then ask them to help you point out the grammatical features that you are focusing on, i.e. nominalisation, text connectives and technical nouns and write them on the board under their respective headings. Give examples of what nominalization is by showing an example of nominalisation in the text and how it would appear if the author had not used nominalisation i.e.: People will consume less petrol Instead of “the rate of consumption will be greatly reduced” (Zhang, 2003) Teacher will also reflect on text connectives showing some examples and how the author has used a variety. Finally the teacher will explore technical nouns by giving a description, that they are nouns that are focused on the topic for instance a “conductor” in transport system someone who collects tickets. Once they are on the board the teacher asks the students if they can think of some examples of these grammatical features that would apply to public transport for instance transportation is an example of nomalisation.
Teaching strategy/Learning Activity: 40 min
Students will ……			Teacher will…
Students need to add some more words to the board under each of the three headings. Teacher then explains that an exposition has three sections the statement of position, arguments and then the position is re-affirmed. The teacher then jointly constructs the statement of position and first argument with the students. Students will then fill in a template to write their first exposition on what they think of public transport. There worksheet has a table that contains words under each of the three categories with space for any extras the children think of. They then copy the statement of position and first argument into the spaces provided before writing a second argument that they come up with and re-affirming their position. They need to focus on using the words in the lists when composing their expositions to ensure that they use a variety of different nominalisations, text connectives and technical nouns.			Put words up on the board as the students see them in the text or think of new ones for their own exposition. Provide help to the class if they are struggling with finding words for instance transportation. Hand out work sheets to the students.
Concluding strategy: 5 min Ask the class for volunteers to read out there expositions. Discuss how they used the three grammatical features in their expositions. Pay particular focus to their use of nominalisation. Writes up one of their sentences that has a nominalisation or one that could have a nominalisation and then work with the class to write an alternate sentence that either has or has not got a nominalisation.
Assessment: assessment for this activity will be based upon how well they use the three grammatical features within their exposition. The teacher will also be looking at their structure, sentences formation and spelling however these are secondary to the focus of the lesson but will be noted to help with formative assessment of the student. The teacher will also be making observation during each of the three discussion areas to see what areas students need extra support in.
Any special considerations or contingency plans: This task may be beyond some students and so they may require more scaffolding. For these students who will probably be struggling with the nominalisation, structural elements and or sequence of arguments it is important that you provide extra scaffolding beyond the word bank and joint constructed argument. When the class returns to their desks these student will be asked to stay with the teacher. The teacher would then lead a brainstorming activity for arguments to support that position and write them on the board. The teacher would then work with the student to formulate a second argument. Ask the students to copy down the arguments and then re-affirm their position in their own words. More advanced students would be asked to complete the entire exposition after the class has jointly constructed the statement of position.
Self-reflection: Students may struggle with understanding what nominalisation is within one lesson and think that it may need to be revisited soon to help them with their understanding. Is there too much or too little work provided within the lesson. Is there enough scaffolding provided to struggling students. Is the extension activity to difficult of is it advanced enough. Is the timing right.

Unit Topic: Expositions	Curriculum Link: HSIE	Yr Level: Stage 2
Lesson Number: 6/10	Lesson Topic: Visual Grammar	Learning Area(s): English/HSIE
Unit Aim: Teaching exposition construction skills and understandings through the exploration of the HSIE Social Systems and Structure content strand, particularly looking at transport.
Lesson Outcome: Students to identify key elements within the visual literacy provided. Then to apply this knowledge to further exploration of secondary image in order to consolidate learning. HSIE OUTCOME - SSS2.7 Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment. - examines a variety of systems that have been designed to meet needs in communities and identifies the advantages and disadvantages of their use, e.g. sewerage treatment works, postal system, electricity system ENGLISH OUTCOME - RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. - Identifies visual language elements and describes how they make meaning - Annotates image in relation to representational, compositional and interactive elements
Resources: Interactive whiteboard, internet access, worksheets x 10 (SEE APPENDIX A), an image to show as an example, the video (http://www.youtube.com/watch?v=CzQAjemCKjw), pencils for students. Prior Knowledge: Students have knowledge of visual literacy and have looked at it in previous years and in this academic year. This lesson intends to recap knowledge and focus on a small amount of visual literacy concepts in order to focus learning and not overwhelm students.
Lesson Outline
Introduction: Teacher will make clear that we will be looking at visual literacy in the lesson. Explain that we will be looking at a visual text collectively and then in groups, looking for certain elements and how they persuade us to the author’s point of view. The elements we will be focusing on in the lesson particularly are vectors, conceptual qualities, angles, colour, modality, salience and balance. Example will be posted on board to refer to as teacher recaps each aspect of visual literacy (Appendix A). Question students if they recall the aspects also. Clarify any questions/issues. E.G- In this picture of the Bike Stroller, what does the colour tell us? It is bright and light, conveys a positive message. The photographer wants us to have a positive image of this product, that it adds colour to life etc. (10 mins)
Teaching strategy/Learning Activity:
Students will ……			Teacher will…
Students will be seated on carpet and watch video – ‘Melbourne Public Transport – Connex Issues’. After watching, teacher will ascertain what students noticed about the video, clarify the content and context. Students will re-watch video, without sound, watching for the visual literacy aspects that were pointed out earlier in session. Students will give their ideas, what they spotted whilst video is playing E.G. – they have included an animation map. Teacher will then question them on their answers, categorizing elements from the video (15 mins). Students will be grouped into pairs and received worksheet. Students will work as a group to compose a 2 to 3 sentence text descriptive that accompanies the image. Students can be as creative as they desire and choose what the image depicts. Students will then annotate the image using arrows and text, the features they detect in the image. E.G – arrow pointing to dull colour in the picture and noting that the author wants us to know that they believe this scene is dull and lifeless (25 mins).			Teacher will question students, point out some initial visual literacy concepts if needed. Teacher will write down students comments on board. Teacher will scaffold and manage class. Teacher will hand out worksheet with image on it for annotation. Teacher will step through the task clearly. Will seek students to assist and scaffold.
Concluding Strategy: Students will be able to share their work with the class verbally, pointing out their features and discussing what features they identified. Teacher will question and encourage accordingly. Conclude the lesson by re-iterating how visual literacy is used to convey points of view and how they are constructed. Link to next lesson on multi-modality and also on final rich tasks by asking question “if you were to write an exposition, do you think images would be an important supplement to your text?’ (15 mins)
Assessment: Observation in Initial Discussion– students discuss how the train system has failed Melbourne and what they can suggest to change the system. Teacher will also observe when students are verbally explaining their image and what they annotated, whether they can correctly identify visual literacy aspects and annotate the image in accordance with their knowledge of visual literacy (SSS2.7, RS 2.6). Observations can be recorded in notebook whilst presentations are being made. Work Sample- Teacher will collect the work at end of lesson and examine whether they can correctly identify visual literacy aspects and annotate the image in accordance with their knowledge of visual literacy (Rs2.6).
Any special considerations or contingency plans: Grouping will be taken into consideration when students will be put into groups. Any students displaying difficulty or with learning difficulties will be seen first and scaffolded as much as possible. Students whose native tongue is not English will be given the option to write the descriptive sentence in their native language or to assist the other students in writing the descriptive sentence or two. If students seem not to be able to recall visual literacy as quickly as hoped, make recapping initial discussion longer and use another example from around the classroom.
Self-Reflection: Did students recall the visual literacy aspects as well as I had hoped? Was the video too lengthy? Could students focus? How can I tell this? Did students have ideas regarding the visual literacy of the Connex video? How did they respond to this medium (video)? Did students work collaboratively? Did I group students well? Was the task completed in time? How much assistance did I give? Were my instructions clear? Did students want to share the task in concluding? Did students enjoy the task? Did my assessment concepts retrieve the information I desired?

Unit Topic: Writing Expositions	Curriculum Link: HSIE- Social Systems and Structures	Yr Level: Stage 2
Lesson Number: 7/10	Lesson Topic: Multimodal text	Learning Area(s): HSIE/English
Unit Aim or Outcome: Teaching exposition construction skills and understanding through the exploration of the HSIE Social Systems and Structures content strand, particularly looking at Transport.
Lesson Outcome: Students to analyse a multimodal text in order to determine how written and visual components integrate to create meaning. Students then construct their own multimodal texts by adding written text to a visual image in order to enhance meaning. HSIE - SSS2.7 - Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and its environment. - Examines the transport system and identifies the advantages of its use. English – WS2.10 – Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. - Takes a position and provides arguments to support it. - Constructs written text to support meaning in visual text.
Resources: - Interactive whiteboard with internet connection – resource to be displayed on board. (http://www.cityrail.info/about/environment/) - Photocopies of main image from website - HSIE workbook, glue and pencils.
Lesson Outline
Introduction: Construct a whole class mind map of why using public transport is good for society, particularly the environment (5 min).
Teaching strategy/Learning Activity:
Students will …… (WHOLE CLASS DISCUSSION)			Teacher will…
- 1 student to read aloud the 1st excerpt of written text. Students volunteer 2 sentences to summarise the meaning of the written text. (3-5 min). - Answer the following questions: What do you see in the image (next to the written excerpt)? Is the image a positive, negative, or neutral portrayal of the environment? What does the image tell us about rail and the environment? Does the image provide new knowledge not included in the text? Does the image reinforce the written message or contradict it? (10 min). - Look at main image (What does it take to move 1000 people?). What message is being conveyed? What did the author of this website use this image to convey this message rather than just writing it? (5 min). (INDIVIDUAL) - Write a paragraph using appropriate grammar (technical nouns, conjunctions) to reinforce the message of the main image (stuck into workbook with paragraph written underneath). Students must take a position (that public transport is good for the environment) and write at least 3 arguments to support that position (refer to mind map). Technical nouns can be found by exploring the webpage. (20 min).			Write student’s responses on the board. Promote discussion through questions. Provide explanation where needed. Hand out photocopies.
Concluding strategy: Get some students to read their arguments. Explain to students that in coming lessons, they will be writing full length expositions. Recap what is required of an exposition. Use one of the student’s arguments and write a paragraph, using paragraph preview and elaboration of argument. (10 min).
Assessment: Teacher to examine work samples for analysis of: - did the student identify advantages of using public transport (SSS2.7) - did the student take a position and back it up with arguments (WS2.10) - did the student use the written text to support the meaning of the visual text (WS2.10)
Any special considerations or contingency plans: Pair ESL learners with someone who will be able to help them with the task i.e. someone who speaks the same language, or an advanced student.
Self-reflection: Could students identify that images can be used to reinforce the meaning of written texts? Do students need more practice depicting this? Do I need to provide more explicit scaffolding in this area? How could I do this? Are students ready to compose more complex expositions? Do they need more help in articulating arguments using written grammar? Are students ready to apply their visual and written literacy skills to construct a rich multimodal task based around expositions?

Unit Topic: Writing Expositions	Curriculum Link: HSIE- Social Systems and Structures		Yr Level: Stage 2
Lesson Number: 8/10	Lesson Topic: Constructing Multimodal Expositions		Learning Area(s): HSIE/English
Unit Aim or Outcome: Teaching exposition construction skills and understanding through the exploration of the HSIE Social Systems and Structures content strand, particularly looking at Transport.
Lesson Outcome: Students understand the purpose of visual and written features of an exposition. Students begin to construct their own multimodal exposition and create a plan outlining the process that will be involved. HSIE - SSS2.7 - Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and its environment. - Examines the advantages and disadvantages of different modes of transport. - Considers the environmental effect of different forms of transport. English – WS2.10 – Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. - Takes a position and provides argument to support it. - Identifies different features of a multimodal exposition and their purpose. - Plans for and begins constructing a multimodal exposition.
Resources: - Cardboard rectangles - Computers - Internet connectivity - The Big Illustrated Book of Transport: All About Ships, Trains, Cars and Flight
Lesson Outline
Introduction: - As a whole class, identify different modes of transport that the students use or that they are aware of. Teacher will write each of these individual types of transport on a cardboard rectangle and bluetak it onto the board. - Quickly flick through The Big Illustrated Book of Transport: All About Ships, Trains, Cars and Flight and list any extra forms of transport that have not been mentioned. - Instruct the class that the list of transport types needs to be arranged in order of the most ecologically friendly to the least ecologically friendly. Individual students will come to the board and move one transport up or down the list and explain why they moved it up or down. - Discuss what makes a form of transport more or less ecologically friendly (e.g. the amount of air pollution released, the number of people transported) [5-10 min]
Teaching strategy/Learning Activity:
Students will ……		Teacher will…
(WHOLE CLASS) - Volunteer the different features that might be part of their multimodal exposition. Revise the grammatical and structural features of an exposition. Discuss the type of pictures they might choose. - Answer the following questions: What might be the purpose of writing this exposition? How can we achieve this purpose? How can we research our topics? Who might be the audience for your exposition? - Ask the students to provide some examples of topics for their exposition. [10 min] (GROUP WORK) - Form groups of three - Outline the details of their topic in the exposition scaffold sheet (see appendices A). [15-20 min] - When the students have completed their scaffold sheet they can begin researching their topic at a computer. [10-15 min]		- Explain to the class that they will be creating an exposition about an ecologically friendly aspect of transport. They will be doing so over the next three lessons. The expositions will be combined together and bound into a ‘green transport options’ book. - Separate the class into groups of three. Each group needs to suggest then outline the aspect of green transport they will be writing their exposition on. Each group cannot do the same mode. First in first serve. - Provide students with exposition scaffold sheet (Appendices A) - Collect the exposition scaffold sheets from the class as they are completed and allow students to begin researching their topic if the scaffold is completed acceptably.
Concluding strategy: With the class back together as a group, ask some students to explain their topic, purpose, audience and who they are going to send their exposition to. Remind them that they will be compiling their expositions together into a book [5 min]
Assessment: Examine the students’ exposition scaffold sheets. Determine whether: - the student identified the effect of particular technologies on people and the environment - the student has taken a clear position on their chosen topic - the student has identified the features of a multimodal exposition
Any special considerations or contingency plans: Pair ESL learners with someone who will be able to help them with the task i.e. someone who speaks the same language, or an advanced student.
Self-reflection Do the students understand the features of an exposition sufficiently to now create their own? Do the students understand exactly what they are supposed to be creating? Was the scaffold helpful for the students in articulating their plans for their expositions? Do the students understand why they are doing this task?

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